Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h7CEB5711770; Tue, 12 Aug 2003 10:11:05 -0400 (EDT) Date: Tue, 12 Aug 2003 10:11:05 -0400 (EDT) Message-Id: <5.1.0.14.2.20030812094718.0234bb30@pop.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Brenda Bell <bsbell@utk.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2483] Re: adult literacy students at a very basic X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="iso-8859-1"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 5.1 Status: O Content-Length: 5657 Lines: 127 George and all: In response to your query regarding your descriptions of adult students at the very beginning and basic level of instruction, I'm pasting in below EFF Read with Understanding Level 1, from the continuum of performance for the standard. You will note that these descriptors define the exit point for this level. At this point, EFF has identified six levels of performance for the RWU standard, based on our adult learner performance data (in a variety of program settings). We know that there are aspects of reading development and performance that fall below the performance described in Level 1, and similarly, aspects of performance that go beyond what is described in Level 6. The full continuum will be available to participants in the upcoming (end of August) EFF Institute on Standards-Based Instruction in Reading and Math and afterward, through the EFF website. Brenda Bell ********************************************************************************************************************************** EFF Read with Understanding LEVEL 1 [Exit point for NRS Beginning ABE Literacy and Beginning ESL levels] At This Level Adults Are Able To: 1) Read With Understanding: · Determine the reading purpose. · Select reading strategies appropriate to the purpose. · Monitor comprehension and adjust reading strategies. · Analyze the information and reflect on its underlying meaning. · Integrate it with prior knowledge to address reading purpose. 2) Use Key Knowledge, Skills, and Strategies Adults performing at Level 1 are able to: · Recognize words or word groups in simple non-continuous text by decoding letter/sound correspondence, isolating and saying first/last sounds, naming pictures to isolate and say initial sounds, sounding out words by segmenting words into separate sounds and syllables, combining or blending sounds, recognizing simple rhyming word patterns, or recalling oral vocabulary and sight words; · Demonstrate familiarity with concepts of print, letter shapes, letter names and sounds (individual consonants and vowels, digraphs and blends) and common vocabulary; · Monitor accuracy of decoding and word recognition (using various strategies such as rereading or making word lists); · Recall prior knowledge to assist in understanding information in the text. 3) Show Fluency, Independence, and Ability to Perform in a Range of Settings Adults performing at Level 1 can read and comprehend words in short, simple texts slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings. 4) Accomplish a Variety of Reading Purposes Adults performing at Level 1 can Read With Understanding to accomplish a variety of goals, such as: ü Reading a grocery list and recognizing words and prices in a store ad to make decisions about what to buy. ü Reading personal names and addresses in order to make an invitation list. ü Reading product names and quantities to fill a purchase order. ü Reading names and office numbers in order to distribute interoffice mail to the correct locations ü Reading personal information prompts in order to accurately fill out simple applications, registration forms, etc. ü Reading product and store names or symbols on signs and storefronts in order to identify places to shop ü Reading months, days and dates on a personal calendar in order to identify and enter important events At 02:14 PM 8/5/03 -0400, George Demetrion wrote: >I am developing a chart of the skill level of Basic Literacy students at >three levels: (a) very basic-190s range on CASAS), Low intermediate (high >190s-204), Advanced intermediate (200-209 range). We have very few students >outside of this range. > >The following is a draft of what I would convey to new tutors about the very >basic level group. > >A few questions: > >a) From your experience, to what extent are the statements below accurate? >b) What would you add or perhaps take away from this list? >c) Does anyone have any convincing information that one methodology or one >set of methodologies is more effective than another, including a definition >of effectiveness? >d) What balance would you recommend between a focus on basic skill >development activities and content development in the various areas that >students have an interest in learning more about? >e) What would you identify as some possible core goals among students at >such levels--goals that a literacy program could have some impact in helping >students to realize? > >Thanks. > >George Demetrion >Literacy Volunteers of Greater Hartford >george.demetrion@lvgh.org > >Here's the list > >* Minimal progress on reading ability even after several years. > >* Knows only a few sight words. > >* May know the sounds of consonants, but has difficulty using that >knowledge in figuring out the sounds of words. > >* May do reasonably well in simulating reading through the assisted reading >approach, though very little carries over into independent mastery. > >* Neither assisted reading approaches or systematic phonics approaches are >particularly effective with this group. > >* Some students at this level progress more than others and the more >advanced may move into a second level. > >* May benefit from the content of instruction even if reading level remains >minimal. > >* Focus slowly and with much repetition on small reading assignments. >Concentrate equally on basic skills and instructional content.
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